유아교사가 지각하는 의사소통능력 및 학부모-교사 간 의사소통 어려움이 조직몰입에 미치는 영향

Effects of Communication Competence, and Parent-Teacher Communication Difficulties Perceived by Preschool Teachers on Their Organizational Commitment

This study examined the moderating effect of teacher’s communication competence on the relation between parent-teacher communication difficulty and their organizational commitment to early childhood education institutes. Participants were 387 early childhood education teachers in Busan area. The teachers completed rating scales to measure the teacher’s communication competence, parent-teacher communication difficulty and organizational commitment. The collected data were analyzed using descriptive statistics, Pearson’s correlation analysis, and hierarchical multiple regressions with SPSS(V. 21.0). Results showed that early childhood education teacher’s communication competence had a positive correlation with their organizational commitment, whereas parent-teacher communication difficulty was negatively related with their organizational commitment. Hierarchical regression analysis indicated that the interaction between teacher’s communication competence and parent-teacher communication difficulty predicted their organizational commitment, specially normative commitment. The effect of parent-teacher communication difficulty on early childhood education teacher’s organizational commitment were moderated by their communication competence. For early childhood education teachers who showed low level of communication competence, the relation between parent-teacher communication difficulty and teachers’ organizational commitment was no longer significant. Parent-teacher communication difficulty was negatively associated with their organizational commitment, especially for the teachers who showed high level of communication competence. Results were discussed in terms of importance of teacher’s communication competence for improving their organizational commitment in early childhood education institute.